Relevant bibliographies by topics / Classroom Experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom Experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Classroom Experiences"

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RAJARATNAM, MONO. "Primary classroom experiences." Journal of Computer Assisted Learning 4, no. 1 (March 1988): 44–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00092.x.

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Marsden, J. "Some Classroom Experiences." Aboriginal Child at School 15, no. 1 (March 1987): 22–23. http://dx.doi.org/10.1017/s0310582200014735.

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McSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 59–69. http://dx.doi.org/10.14434//jotlt.v7n1.23368.

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Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom technology experiences. Students and professors agree that technology should be used in classrooms, despite sometimes hindering creativity and becoming a distraction. Students and professors disagreed in their satisfaction with amounts of classroom technology use and assurance in the efficacy of that technology use. These findings provide valuable insights and fundamental guiding principles for assessing the relationship between users and classroom technology.
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McSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 59–69. http://dx.doi.org/10.14434/jotlt.v7i1.23368.

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Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom technology experiences. Students and professors agree that technology should be used in classrooms, despite sometimes hindering creativity and becoming a distraction. Students and professors disagreed in their satisfaction with amounts of classroom technology use and assurance in the efficacy of that technology use. These findings provide valuable insights and fundamental guiding principles for assessing the relationship between users and classroom technology.
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Schoonmaker, Frances. "Only those who See Take off Their Shoes: Seeing the Classroom as a Spiritual Space." Teachers College Record: The Voice of Scholarship in Education 111, no. 12 (December 2009): 2713–31. http://dx.doi.org/10.1177/016146810911101203.

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Background/Context Spirituality refers to a way of being that includes the capacity of humans to see beyond themselves, to become more than they are, to see mystery and wonder in the world around them, and to experience private and collective moments of awe, wonder, and transcendence. Though there is growing interest in spirituality and education, there is little evidence that it is intentionally included in most public school classrooms. Purpose and Focus The author's personal experiences as a classroom teacher, adult early recollections of spiritual experience, and children's responses to literature with spiritual themes are used to illustrate three points: (1) Although practice of spiritual discipline may help teachers to be more sensitive to spiritual experiences, it does not necessarily follow that they know what to do with them in the classroom. (2) Early recollections of spiritual experiences and reflection on what these mean for classroom practice may be a way of helping teachers learn how to identify and support spirituality in the classroom. (3) Teachers need to recognize that children's spirituality is part of their being in the world, and honoring it in the classroom requires providing opportunities for its expression within the ordinary events of classroom life. Research Design The article is an essay, juxtaposing literature on children's spirituality with the author's personal experiences as a classroom teacher and researcher to make an argument for classrooms as spiritual spaces. Conclusions The possibilities inherent in discovering and coming to know—possibilities that are hopeful and open us up to the “more-than-ness” of being human—are often closed off in the day-to-day press of classroom life because teachers are not prepared to consider them, and they are not considered part of the curriculum. The author concludes that educators need to learn how to see the spirituality inherent in the everyday acts of learning, in coming to know, and in being in the classroom and to make space for the unseen. Further research is needed to articulate both theory and practice related to children's spirituality in the classroom.
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Ye, Jian-Hong. "Analysis of Chinese College Students’ Learning Experience in a Blended-Flipped Classroom: Based on the Belief-Action-Outcome (BAO) Model." International Journal of Information and Education Technology 15, no. 4 (2025): 662–71. https://doi.org/10.18178/ijiet.2025.15.4.2274.

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Currently, the blended learning and flipped classroom teaching method is gaining increasing popularity in higher education worldwide. Higher education institutions are adopting blended-flipped classroom teaching to enhance students’ learning experiences and address the shortcomings of traditional teaching methods. This study aimed to examine the various factors influencing students’ learning experiences in a research methods course. The study involved 18 third-year preschool education majors at a private undergraduate college in Guangxi, China, who had experienced blended-flipped classroom teaching. After the course concluded, semi-structured interviews were conducted to understand their learning experiences across the pre-class, in-class, and post-class stages of the blended-flipped classroom. Following the interviews, data were coded and thematically analyzed based on the Belief-Action-Outcome (BAO) model to explore the impact of beliefs on learning behaviors and outcomes. The study found that under the influence of positive learning beliefs and behaviors, students who participated in blended-flipped classroom teaching experienced improved learning outcomes the application of the BAO model in the field of education, and contributing to the qualitative research on students’ learning experiences with blended-flipped classrooms. Future course design can integrate ideological and political education, enhance the use of artificial intelligence, and apply knowledge graphs to support self-directed learning, enrich college students’ learning experiences, and improve learning outcomes.
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HARK SÖYLEMEZ, Nesrin. "Virtual classrooms in distance education: an examination of virtual classroom experiences." Acta Didactica Napocensia 16, no. 1 (August 31, 2023): 123–39. http://dx.doi.org/10.24193/adn.16.1.9.

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"This study examines the virtual classroom experiences of graduate students. Virtual classroom applications related to the course “applications of scientific research” taught at a state university were treated as a case study. Virtual classroom recordings, defined using the university’s learning management system, were used as research data. The study data consisted of virtual classroom recordings created throughout the academic term, shared documents, students’ synchronous participation statuses in classes, completion statuses of virtual class activities, watching statuses of live lessons, preparation statuses for shared documents, and instant messaging during synchronous virtual classroom experiences. Content analysis was used to analyze the data. The virtual classrooms encompass 45 students, including 30 females and 15 males, who took the course ‘Scientific Research Practices’ at a state university during the 2020–2021 academic year at the postgraduate level. The results show that effective and well-managed virtual classrooms enabled students to participate simultaneously. Virtual classrooms facilitated the development of a sense of community among students, and these students adhered to the norms typically observed in a physical classroom. Conducting an effective educational process in virtual classrooms is closely linked to the instructor’s skills. Furthermore, the technical issues encountered did not significantly impact the educational process negatively."
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Culha, Ali, and Salih Yılmaz. "Classroom Management Experiences of Preschool Teachers with Refugee Students." International Journal of Psychology and Educational Studies 10, no. 2 (March 24, 2023): 393–405. http://dx.doi.org/10.52380/ijpes.2023.10.2.1028.

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Although refugee education is among the prominent research topics today, there is limited information in the literature about preschool, one of the important periods of education, and classroom management in this context. The purpose of this study is to explore the classroom management experiences of preschool teachers who have refugee students in their classrooms. In this way, this research examines the experiences of teachers about how they make sense of the difficulties they face in the classroom and the strategies they develop to combat them. Twenty-one preschool teachers with refugee students in their classrooms were included in this qualitative study through criterion purposive-measure sampling method. The data were collected using a semi-structured interview form and analyzed using content analysis. Research findings showed that the difficulties experienced by teachers in terms of classroom management with the presence of refugee students in their classrooms were listed under the categories of grouping tendency, difficulties in implementation, need for additional activities, lack of time, communication problems, exhibiting unwanted behaviors, adaptation problems, tendency to disobey rules and cultural differences. Furthermore, the study revealed what kind of solutions teachers applied in terms of classroom management for the difficulties arising from the presence of refugee students in the classroom. The teachers used some strategies such as using visual elements, mainstreaming, considering individual differences, increasing comprehensibility, peer support, social communication, language activities, using reinforcement, intensive communication, and family support. In line with the results of the research, suggestions for future research and practices are discussed.
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La Torre Castillo, Carlos Celso. "Virtual Classroom Usage and User Perception for English Learning as a Second Language at Universities in Lima, Peru." International Journal of Emerging Technologies in Learning (iJET) 16, no. 08 (April 23, 2021): 261. http://dx.doi.org/10.3991/ijet.v16i08.19221.

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A more extensive use of virtual tools in teaching-learning processes needs a professors’ and students’ proactive attitude, positive experiences, and improvement in their implementation. A cross-sectional study was carried out to know the perceptions of private university students from Lima on the use of the necessary elements for an English language virtual classroom. The sample was composed of 150 accounting students from five universities, whose perceptions on virtual classroom elements were assessed and compared to their previous experiences. Most students were in favor of using the virtual classroom and its different elements, and those who had a previous experience with virtual classrooms were more in favor of using reminders, chats, forums, e-mails and online exercises (p<0,05). In sum, most students were in favor of using the virtual classroom and having a previous experience favors a more positive perception towards online learning tools.
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Purtell, Kelly M., and Arya Ansari. "Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications." AERA Open 4, no. 1 (February 2018): 233285841875830. http://dx.doi.org/10.1177/2332858418758300.

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Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on classroom quality and that classroom quality was less predictive of children’s skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.
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Dissertations / Theses on the topic "Classroom Experiences"

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Brown, Glenda Maria. "College Instructors' Experiences Transitioning to Inverted Classroom Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3433.

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Lecture methods in higher education continue to be the most often used form of lesson delivery, although they seem to be less effective in promoting adult students' learning and engagement. Many higher education instructors have incorporated inverted classroom (IC) methods to increase student engagement and learning. The purpose of this qualitative interview study was to gain an understanding of college instructors' decision-making processes and experiences transitioning from lecture-based instruction to IC and the factors attributed to that transition. Knowles's andragogy theory, Kolb's experiential learning theory, and Rogers's diffusion of innovations provided the conceptual framework for the study. Eight college-level instructors from the Flipped Learning Community were interviewed twice to collect data, which were analyzed using first and second cycle coding. Themes included student focus, support, change agent, and need to dialogue. Results may provide administrators with information to promote instructors' transition from lecture-based methods to IC. Results also indicated that IC was an effective social change strategy for boosting student retention, student engagement, and instructor satisfaction.
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Peddle, Anthony M. "Teachers' Positive ACE Scores and Their Informed Classroom Practices." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.

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Robinson, Heather A. "Faculty Experiences with Collaborative Learning in the Online Classroom." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862814/.

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The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, the experiences of four higher education instructors from two universities were collected concerning their provision of collaborative learning opportunities in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. Three themes emerged from the study: online communication approaches matter, there are challenges and supports for online collaborative learning, and care is at the core of online learner support. The findings are discussed and recommendations are provided for the development and design of meaningful online collaborative learning.
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Mohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.

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Biscotte, Stephen Michael. "Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73413.

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Citizens must have a minimal level of STEM-literacy to work alongside scientists to tackle both current and future global challenges. How can general education, the one piece of the undergraduate experience every student completes, contribute to this development? And science learning is dependent on having transformative aesthetic experiences in the science classroom. These memorable experiences involve powerful connection between students and the world around them. If these types of experiences are necessary for science learning and growth, are students in introductory science courses having them? If so, what relationship might they have with students' desires to pursue further science study? This dissertation explores these questions through two manuscripts. The first, a theoretical piece published in the Journal of General Education in 2015, argues that non-STEM students must have transformative aesthetic experiences in their undergraduate general education science course to develop the level of understanding needed to engage with challenging scientific issues in the future. This claim is substantiated by bringing together the work of Dewey and Deweyan scholars on the nature and impact of aesthetic experiences in science and science education with the general education reform efforts and desired outcomes for an informed and engaged citizenry. The second manuscript, an empirical piece, explores the lived experience of non-STEM students in an introductory geosciences course. A phenomenological research methodology is deployed to capture the 'essence' of the lived experience of a STEM-philic student in general education science. In addition, Uhrmacher's CRISPA framework is used to analyze the participants' most memorable course moments for the presence or absence of aesthetic experiences. In explication of the data, it shows that students are in fact having aesthetic experiences (or connecting to prior aesthetic experiences) and these experiences are related to their desires to pursue further STEM study.<br>Ph. D.
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Tawakoul, Alaa Jamal. "Saudi Students’ Communication Experiences in the American College Classroom Context." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1545389393941488.

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Desoto-Strickland, Kathleen. "Kindergarten Teachers' Lived Experiences Regarding Classroom Assessment| A Phenomenological Study." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009982.

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<p> This qualitative, phenomenological study explored the lived experiences of four state licensed kindergarten teachers with regard to classroom assessment. The purpose of the inquiry was to gain understanding of classroom assessment and its intersection with teacher's practices. The study question was, "What are the lived experiences of state licensed kindergarten teachers with regard to classroom assessment?" A critical theory theoretical framework structured and guided the study. </p><p> &bull; Using the reduction methods as suggested by Van Manen (2014) allowed the researcher to enter a space of openness and understand the teachers' lived experiences with classroom assessment practices. The use of this phenomenological process resulted in the unveiling of four major themes <i>teacher agency, the absence of developmentally appropriate practice, teachers feelings/knowing of assessment and the damage from early childhood assessment</i>.</p><p> Research on early childhood education assessment and teacher practice is a timely endeavor as more children enter schools, daycares, or other means of childcare. Policy makers just like early childhood "creators" of assessment tools need to be mindful of the children first; and acknowledge and understand the place that children and teachers hold when they are making decisions of such importance.</p><p>
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Malz, Regina. "Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7695.

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The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview special education teachers before and after lessons during which they integrated mobile devices into their classroom. These interviews and curriculum artifacts were analyzed using thematic inductive analysis. Results identified that all the teachers were generally in favor of integrating mobile tablets and believed they were integrating them successfully. However, the teachers who believed in their personal ability to utilize mobile devices in their classrooms were able to navigate multiple issues and integrate them more effectively. The level of integration was also influenced by the usability, functionality and accessibility of the technologies. Additionally, all teachers related their ability to integrate technology successfully with the type and quality of professional development they received. Understanding how special education teachers successfully integrate innovative technologies has the potential to support special needs learners for their future success in the 21st century workplace.
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Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.

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Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented to highlight the utilization of critical incident theory to elicit specific information about how participants experienced various critical interactions that influenced academic decisions about the student removal process, the kinds of situations and safety issues they encountered, and training they received for managing student removal. Data were collected using audio recorded and transcribed in-depth interviews using open ended questions with participants. Six teachers and 2 administrators from 3 middle schools in the southern U.S. responded to 15 questions in semistructured interviews that were audio recorded and transcribed. Qualitative analysis of the interviews revealed an overarching theme of managing disruptive classroom behavior. Participants described classroom management difficulties, their methods of dealing with disruptive students, and their emotional reactions to disruptions. Some teachers shared that at times, they reconsidered their decision to teach due to classroom management problems, and some revealed that their classroom management training had been deficient. Recommendations include further research on the degree and kinds of stress resulting from teachers having to deal with student discipline problems. Implications for positive social change include motivating schools to evaluate their programs of continuing teacher education for dealing with classroom discipline and to provide opportunities for teachers to discuss, with their peers, their behavioral and emotional reactions to difficult student encounters, thereby contributing to teacher well-being and retention.
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Sanusi, Jumoke O. "An exploratory study of undergraduate classroom experiences and occupational attainment in alumni satisfaction with university experiences." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4739.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.
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Books on the topic "Classroom Experiences"

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Anderson, Beverly. Learning with Logo: Some classroom experiences. Loughborough: Tecmedia Limited forthe Microelectronics education programme, 1986.

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Flanagan, Kristin Denton. Reading: Young children's achievement and classroom experiences. Washington, D.C.]: U.S. Dept. of Education, Institute of Education Sciences, 2003.

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Wim, Veen, and Vogelzang Fred, eds. Telematics in Dutch education: Experiences from the classroom. De Lier: Academisch Boeken Centrum, 1992.

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Halverson, Delia Touchton. Teaching prayer in the classroom: Experiences for children and youth. Nashville: Abingdon Press, 1989.

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Larrivee, Barbara. Strategies for effective classroom management: Creating a collaborative climate : leader's guide to facilitate learning experiences. Boston: Allyn and Bacon, 1992.

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Mangione, Lauren. Experiences of Science Education Graduate Students in the Critical Voices Classroom. [New York, N.Y.?]: [publisher not identified], 2019.

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Roberts-Kirchhoff, Elizabeth S., and Mark A. Benvenuto, eds. Environmental Chemistry: Undergraduate and Graduate Classroom, Laboratory, and Local Community Learning Experiences. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1276.

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Rowsell, Jennifer. Family literacy experiences: Creating reading and writing opportunities that support classroom learning. Portland, Me: Stenhouse Publishers, 2006.

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Dell, Amy G. Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Boston: Pearson, 2017.

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A, Newton Deborah, and Petroff Jerry G, eds. Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. 2nd ed. Boston: Pearson, 2012.

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Book chapters on the topic "Classroom Experiences"

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Kremling, Janine, Colt Rothlisberger, and Shea Smart. "Negative Classroom Experiences." In Why Students Resist Learning, 128–45. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448747-7.

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Lindeman, Carolynn A., Patricia Hackett, and James M. Harris. "Music-Making Experiences." In The Musical Classroom, 21–47. Ninth edition. | New York ; London: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-4.

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Waters, Johanna, and Rachel Brooks. "Learning and Classroom Experiences." In Student Migrants and Contemporary Educational Mobilities, 167–203. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78295-5_6.

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Lindeman, Carolynn A., Patricia Hackett, and James M. Harris. "Introduction to Model Experiences for Teaching Music." In The Musical Classroom, 101–9. Ninth edition. | New York ; London: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-10.

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Clark, Renee M., William W. Clark, and Mary Besterfield-Sacre. "Experiences with “Flipping” an Introductory Mechanical Design Course." In The Flipped Classroom, 131–49. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3413-8_8.

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Lierman, Ash. "4. Curriculum and Classroom." In The Struggle You Can’t See, 83–108. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0420.04.

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This chapter focuses on students’ experiences with various aspects of teaching and learning. Particular attention is paid to the attitudes and behavior of faculty, the academic strengths and weaknesses that invisibly disabled and neurodivergent students most commonly report, and elements of course design that students experience as supports or barriers.
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Roehling, Patricia V. "Creating and Implementing Effective Active Learning Experiences." In Flipping the College Classroom, 45–78. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69392-7_3.

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Lim, Jia Wei. "Glimpses of HSC English classroom experiences." In Reforming Literature Education in Malaysia 1957 – 2020, 73–86. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003205937-5.

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Roldán-Álvarez, David, Javier Gomez, Ana Márquez-Fernández, Estefanía Martín, and Germán Montoro. "Mobile Devices as Assistive Technologies for ASD: Experiences in the Classroom." In Design, User Experience, and Usability: Novel User Experiences, 187–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40355-7_18.

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Almarode, John T., Katy Campbell, and Cheryl Lamb. "Implementing Daily Learning Experiences." In Inclusive Teaching in the Early Childhood Science Classroom, 134–50. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-7.

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Conference papers on the topic "Classroom Experiences"

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Kulkarni, Abhishek, Shaina Murphy, Cecelia Albright, and Sharon Lynn Chu. "Towards Lesson Planning Interfaces for Integration of Students’ Out-of-Classroom Experiences." In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT), 18–20. IEEE, 2024. http://dx.doi.org/10.1109/icalt61570.2024.00012.

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Heikkilä, Jutta, Taija Ihamäki, and Timi Kohonen. "STUDENTS’ EXPERIENCES OF A FLIPPED CLASSROOM IN BUSINESS MATHEMATICS IN AN INTERNATIONAL ENVIRONMENT." In 19th International Technology, Education and Development Conference, 3135–41. IATED, 2025. https://doi.org/10.21125/inted.2025.0812.

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Velasquez Perez, Torcoroma, Hugo Castro, and Yurbany Mendoza. "EXPERIENCES IN THE CLASSROOM." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2075.

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Georgiev, Mihail, and Ina Vladova. "EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.

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ABSTRACT The Bulgarian educational system is multicultural – in terms of ethnicity, religion, and mother language. The common ethnic groups in the country are Roma, who are the most heterogeneous minority community, Bulgarian Turks, Pomaks, Jews, Vlachs, Armenians, and others. Roma students often have learning difficulties with various etiologies. In these populations, some students do not speak or have a poor command of the Bulgarian language, both in writing and sometimes in spoken language. However, these children and young people need to be educated. Roma students and their parents need active communication and cooperation in this regard. The report presents the results of a study of the emotions and feelings experienced by teachers when working with Roma students and non-Roma students, as well as the emotions and feelings experienced by teachers in communication with the parents of these two groups of students. The research methodology contains eleven concepts characterizing different emotions and feelings and a five-point Likert-type scale measuring their degree of expression. The study was conducted on a sample of 193 teachers. The research results show that teachers often experience stress, fatigue, helplessness, and nervousness when working with Roma students. Joy, serenity, and enthusiasm are too low. When communicating with the parents of Roma students, the emotions experienced are identical. The work of the same teachers with non-Roma students is accompanied by positive emotions and experiences – joy, enthusiasm, vigilance, and calm. Negative emotions and experiences are of low expression. Teachers feel the same emotions and experiences, but in a different order, during their communication with parents of non-Roma students.
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Bordelon, Bridget M. "Applying Experiential Learning to the College Classroom Study of Wine Education." In 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.25.

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The global wine market was valued at approximately USD 302.02 billion in 2017 and is expected to generate revenue of USD, 423.59 billion by the end of 2023 (International Organization of Vine and Wine, 2018). With increases in consumption, distribution, and awareness, the need for wine education and training in hospitality programs is more important than ever. The purpose of this qualitative research project is centered on student based learning and applying experiential learning theory to determine how students develop knowledge of wine in the classroom. The implication is for educators to provide opportunities for students to engage in active pursuits of knowledge and learning. Tasting wine in class illustrates the components that determine wine quality as well as the opportunity to explore how students engage in this activity.
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León, Raúl, Raúl Igual Catalán, Jorge I. Laguna Andrés, César L. Guerrero Luchtenberg, Iván García-Magariño García, and Rafael González Val. "USING SMARTPHONES IN CLASSROOM LEARNING EXPERIENCES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1302.

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Carda-Broch, Samuel, Maria Jose Ruiz-Angel, Juan Peris-Vicente, Jaume Albiol-Chiva, Mar Esteve-Amorós, and Josep Esteve-Romero. "EXPERIENCES FROM THE VIRTUAL CLASSROOM APPLICATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0295.

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Lu, Monica. "Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms (Poster 25)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1889538.

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Lu, Monica. "Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms (Poster 25)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889538.

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Dickson, Paul E., W. Richards Adrion, Allen R. Hanson, and David T. Arbour. "First experiences with a classroom recording system." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562968.

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Reports on the topic "Classroom Experiences"

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Diddi, Sonali, Hui-Siang Tan, and Elena Karpova. Exploring International Teaching Assistants Experiences in the U.S. Classroom: Implications for Educational Practices and Training. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-758.

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Nyman, Jonas. Bridging the gap between classroom and newsroom: Experiences from collaboration of capacity buildinging media and academia. FOJO media institute, November 2023. http://dx.doi.org/10.15626/fojo.i.202301.

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Fitz, Julie. Positive conditions for mathematics learning: An overview of the research. Learning Policy Institute, June 2025. https://doi.org/10.54300/967.472.

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This report synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom learning conditions that matter for K–12 math learning. To organize discussion of the research literature, the report is divided into four sections, each describing a different classroom condition that emerged as important for student learning. The literature provides evidence that students learn math best when they can do the following: (1) experience positive relationships with their teachers; (2) feel a sense of belonging in their classroom community and the broader mathematics community; (3) adopt a growth mindset, meaning the belief that their mathematical ability can be cultivated through effort; and (4) engage with high-quality instruction delivered by teachers who hold high expectations and offer strong supports for their success. Each section of the report reviews the research findings of greatest relevance for teachers and articulates research-supported practices that can foster positive math learning experiences.
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Cruz Grünebaum, Ana Aidé, Kevin Renato Rojas Sandoval, Sophia Verónica Maldonado Bode, Amber Gove, and Jennifer Elizabeth Johnson Oliva. Teacher Researchers in Guatemala: Lessons From an Action Research Experience to Address Educational Gaps in the Classroom. RTI Press, January 2025. https://doi.org/10.3768/rtipress.2025.op.0094.2501.

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The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the “Basic Education Quality and Transitions” activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG’s Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the “Teacher Researchers” program. The action research program engages teachers in identifying and bridging gaps in students’ learning of mathematics, reading, and/or writing with students in grades 1–3. During the portion of the program described in this paper, teachers reflected on the lessons learned and strengthened their research skills in an effort to identify gaps in content, as well as applying and reflecting on potential solutions that they then translated into adjustments in lesson planning and implementation of teaching strategies. A categorical analysis of the teachers’ reflections on these experiences showed how strengthened research skills helped teachers identify areas of opportunity in using teaching strategies to improve the quality of teaching, thus allowing them to reflect on their own teaching practices.
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Hampton, Sarah, Kip Glazer, Dalila Dragnić-Cindrić, and Judi Fusco. Social Regulation of Learning. Digital Promise, May 2025. https://doi.org/10.51388/20.500.12265/249.

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Social regulation of learning is a critical component of successful collaborative learning, encompassing self-regulation, co-regulation, and socially shared regulation of learning. This primer explores these components and discusses how they help students navigate social, cognitive, and emotional challenges within collaborative settings. The primer also highlights the teacher's role in fostering regulation skills, the importance of a positive classroom climate, and the need for students to be given time in groups without their teacher to develop their shared regulation skills. Further, it addresses challenges in implementing social regulation of learning and provides practical indicators and strategies for educators to enhance collaborative learning experiences. The paper provides newer research through the eyes of practitioners and researchers together who are working towards a deeper understanding and application of social regulation of learning in classrooms.
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Thevenard, Parjest, Alison Shell, Linette Victor, Kip Glazer, Judi Fusco, Courtney Tyler, and Kerra Akanbi. Foundations of Collaboration. Digital Promise, May 2025. https://doi.org/10.51388/20.500.12265/253.

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This primer explores the essential role of belonging in fostering effective collaborative learning environments. It examines how belonging and related principles serve as a foundation for creating supportive and inclusive classroom cultures where all students feel valued and engaged. The document delves into research-based strategies and practitioner perspectives, highlighting the critical link between belonging and positive learning outcomes. It discusses challenges educators face in creating classroom learning environments where all students feel they belong. The primer discusses that teachers play a vital role in cultivating spaces that nurture a sense of belonging. This primer concludes with practical activities and recommendations for fostering belonging in collaborative learning, along with resources and references to further support educators in their efforts to create inclusive and enriching learning experiences for all students.
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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, May 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was to identify the evolution of digital mindset, literacy, and competences within the group of teachers in the institution. All data has been collected through surveys, interviews, and class observations with teachers. In addition, in this paper it will be shown how the teachers’ digital mindset and competences emerged maintaining high standards of quality. Finally, the document will report how the intervention carried out permitted these teachers to transfer their already-strong teaching skills to virtuality resulting in best instructional practices
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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to undergo. Data collection was conducted by means of semi-structured interviews, and data analysis involved categorization of data. The findings revealed that different learners employ different means when they attempt to learn. The three important patterns that have emerged from the observations include having a community of expert support, a personal purpose, and personal efforts of making sense/meaning, essential factors which assisted and motivated all ESL subjects to learn authentically. Based on these findings, it is recommended that ESL teachers should incorporate cooperated small group activities into the curriculum to enable students at different levels or with different specialties to support one another both academically and emotionally.Furthermore, students shoul be provided with ample opprotunity to work on individualized projects which meet their personal goals or interests. Finally, to achieve the goal of encouraging personal efforts of meaning making, ESl teachers should create problem-solving projects for students to learn to dela with problems which may occur in real life outside the classroom. It is believed that if more authentic tasks are integrated into the classroom, teachers would be able to facilitate the optimal growth in their students' learning to improve the quality and success rate of the language teaching/learning situation.
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Pautz Stephenson, Stefani, and Deblina Pakhira. Practitioners at the Center, Part II: Reflections on Practitioners’ Engagement with the SEERNet Hub. SEERNet, Digital Promise, October 2023. http://dx.doi.org/10.51388/20.500.12265/196.

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SEERNet, a network of Digital Learning Platforms, researchers, and practitioners with the vision to leverage DLPs as research infrastructure, is committed to valuing practitioners' insights and fostering a culture of collaboration among all three parties. Towards this end, SEERNet has implemented two strategies: Office Hours and a practitioner advisory board. Through these strategies, valuable lessons have emerged about recruitment strategies, challenges and complexities of the classroom, educators as content and context experts, the difference between buy-in and ownership, considerations for experimental research, and more. We hope that researchers will take into consideration what we learned from our experiences as they design and implement their own studies, and regardless of whether or not the DLP requires researchers to directly engage with educators in data collection, we hope that researchers will see the value of practitioners' lived experiences and engage them in feedback loops from design to implementation to dissemination.
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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, January 2025. https://doi.org/10.58947/journal.svfz89.

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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored their experiences. Thematic analysis identified key barriers, including reliance on rote memorization, limited communicative teaching, and inconsistent language use in universities. The findings highlight the need for curriculum reforms, teacher training in communicative methods, structured university support, and targeted policy interventions to improve students’ academic success and career readiness.
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